The purpose of the study was to determine if measures of first grade readiness, scholastic aptitude, and reading achievement were significant predictors of reading achievement at the end of third grade for Mexican American students from 2 lower socioeconomic levels. Students (47 boys and 47 girls) who had completed their third year in the Sustained Primary Program for Bilingual Students in Las Cruces, New Mexico, were placed in 9 subgroups. The predictor variables were the 13 tests from which the prediction of third grade reading achievement was made. The data were analyzed by 2 procedures: (1) a multiple regression analysis to determine the relationship between a combination of the 13 tests utilized for prediction and third grade reading achievement and (2) a stepwise multiple regression analysis which identified the individual contribution of each of the 13 tests to the prediction of third grade reading achievement. Findings indicated that a significant multiple correlation existed between the 13 first grade tests used and third grade reading achievement at the .05 level of confidence for (1) total sample of boys, (2) total sample of Social Class IV, and (3) total sample of Social Class IV girls. The report reviewed literature dealing with the effects of social class and/or minority group membership upon test performance and the effect of sex differences on school achievement test scores. (NQ)

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